Classroom Management

2021 ◽  
pp. 226-237
Author(s):  
Todd F. Haydon ◽  
Cara L. Dillon ◽  
Alana M. Kennedy ◽  
Meagan N. Scott
Keyword(s):  
Classroom Management ◽  
Peer Influence ◽  
Classroom Climate ◽  
Management Strategies ◽  
Positive Outcomes ◽  
Inappropriate Behaviors ◽  
Classroom Management Strategies ◽  
Color Wheel ◽  
Management Interventions

Classroom management refers to a variety of strategies aimed at increasing appropriate behaviors and reducing inappropriate behaviors in classrooms. Common peer-mediated strategies in classroom management include establishing rules and classroom procedures, setting routines, and maintaining a positive classroom climate. Interventions such as the Color Wheel System can be helpful in establishing classroom expectations. This chapter discusses the use of classroom management strategies in schools, with a focus on strategies that can leverage peer influence to promote positive outcomes. This chapter also includes considerations of diversity and equity in classroom management interventions.

Creating Engaging Classrooms for All Learners

2020 ◽  
Author(s):  
Diane Myers ◽  
Brandi Simonsen ◽  
George Sugai
Keyword(s):  
Classroom Management ◽  
Classroom Environment ◽  
Management Strategies ◽  
Classroom Behaviors ◽  
Inappropriate Behaviors ◽  
Engagement Strategies ◽  
Classroom Management Strategies ◽  
Empirically Supported ◽  
Diverse Learning ◽  
Behavioral Instruction

Actively engaging learners in the classroom has been associated with increases in learners’ academic and behavioral performance. Multiple empirically supported strategies exist for actively engaging learners, including increasing opportunities for learners to respond and planning highly engaging lessons. In support of these engagement strategies, educators also systematically implement empirically supported classroom management strategies to increase the likelihood of appropriate behaviors and decrease the likelihood of inappropriate behaviors. These classroom management strategies include: (a) maximizing structure, which includes both the physical (e.g., desk arrangement) and embedded (e.g., classroom routines) aspects of structure; (b) establishing, operationally defining, teaching, prompting, and monitoring students’ expected classroom behaviors; (c) developing a continuum of acknowledgment strategies to reinforce (i.e., increase the future likelihood of) those expected behaviors; and (d) establishing a continuum of responses for behaviors that do not meet expectations. In addition, educators collect relevant data to evaluate if learners are engaged and meeting academic and behavioral expectations. Finally, to create a classroom environment conducive to engaging all learners, academic and behavioral instruction and support must be: (a) contextually and culturally relevant for learners, and (b) differentiated to meet the diverse learning and behavioral needs within the classroom. If educators explicitly and routinely implement empirically supported academic and behavioral instruction and support for all learners, the majority of learners will engage in instruction and demonstrate behaviors that meet expectations, reducing the number of learners who require additional levels of support. Meanwhile, effective educators review academic and behavioral data to determine if learners require more intensive support at a group or individual learner level.

Technology-Based Classroom Management

2021 ◽  
pp. 238-248
Author(s):  
Shelley Kathleen Krach ◽  
Lori R. Kern
Keyword(s):  
Classroom Management ◽  
Management Strategies ◽  
Classroom Ecology ◽  
Intervention Selection ◽  
Classroom Management Strategies ◽  
Management Interventions

Many recent studies incorporate technology into classroom management strategies. Technology-based interventions can be used to increase the engagement of students in schools because they can be personalized to each student and meaningfully incorporated into the existing classroom ecology. This chapter describes how to effectively implement technology-based classroom management strategies. There is a particular focus on intervention selection and implementation. An evaluation of ClassDojo is included as an evaluative case study. Also, considerations of diversity and equity within classroom management interventions incorporating technology are included.

Gamification in Classroom Management

2022 ◽  
pp. 1743-1758
Author(s):  
Murat Topal ◽  
Gozde Sezen-Gultekin
Keyword(s):  
Classroom Management ◽  
Classroom Climate ◽  
Management Strategies ◽  
Next Generation ◽  
Classroom Management Strategies ◽  
Education Environment ◽  
Class Management ◽  
Methods And Techniques

This chapter is going to focus on the topic of gamification in classroom management. In this context, firstly, the definition, characteristics, theories of class management, and the strategies used in classroom management are going to be defined, and then gamification as the next generation strategy is going to be discussed. Although there are many studies on classroom management strategies that have been designed to make the education environment more effective in the literature, the use of these strategies in classroom applications may vary according to the practitioner and the classroom climate. However, it is seen that gamification has become increasingly important with the change in the perspectives and expectations of people and the advancement of the methods and techniques used in education.

Gamification in Classroom Management

2020 ◽  
pp. 224-239
Author(s):  
Murat Topal ◽  
Gozde Sezen-Gultekin
Keyword(s):  
Classroom Management ◽  
Classroom Climate ◽  
Management Strategies ◽  
Next Generation ◽  
Classroom Management Strategies ◽  
Education Environment ◽  
Class Management ◽  
Methods And Techniques

This chapter is going to focus on the topic of gamification in classroom management. In this context, firstly, the definition, characteristics, theories of class management, and the strategies used in classroom management are going to be defined, and then gamification as the next generation strategy is going to be discussed. Although there are many studies on classroom management strategies that have been designed to make the education environment more effective in the literature, the use of these strategies in classroom applications may vary according to the practitioner and the classroom climate. However, it is seen that gamification has become increasingly important with the change in the perspectives and expectations of people and the advancement of the methods and techniques used in education.

Classroom Management Actions of Beginning Urban Teachers

2018 ◽  
Vol 54 (3) ◽  
pp. 339-367 ◽  
Author(s):  
Andrew Kwok
Keyword(s):  
Classroom Management ◽  
Beginning Teachers ◽  
Management Strategies ◽  
First Year ◽  
Urban Teachers ◽  
First Year Teachers ◽  
Management Actions ◽  
Classroom Management Strategies ◽  
Video Recordings ◽  
Relational Strategies

This descriptive, mixed methods study of one interim certification program explores first year urban teachers’ classroom management actions. This study investigates what strategies teachers implement to manage the classroom from programmatic surveys of 87 first-year teachers and interviews, field visits, video recordings, and journals of five case participants. Results indicate that teachers used behavioral, academic, and relational strategies to manage the classroom and they tend to refine several of these actions over time. Findings suggest that teacher preparation should promote beginning teachers to implement a range of classroom management strategies and support teachers in how to refine their actions.

scholarly journals PEDAGOGICAL VIEWS - MANAGEMENT OF CLASS, COMPETENT APPROACH

2019 ◽  
Vol 34 (2) ◽  
pp. 405-410
Author(s):  
Nicola Vakirlov ◽  
Maria Becheva ◽  
Nina Belcheva
Keyword(s):  
Classroom Management ◽  
Disruptive Behavior ◽  
Effective Teachers ◽  
Student Behavior ◽  
Management Strategies ◽  
Knowledge And Skills ◽  
Group Management ◽  
Classroom Management Strategies ◽  
The Us

The term "classroom management." Appears in Jossos Kounin's book, "Discipline and Group Management in Classroom." Jaasbs Kunin is an educational theoretician who focuses on the ability of the teacher to influence student behavior and instruction / management instructions. So he tries to integrate learning with classroom management. Prior to this, the US focused on the role of the teacher as a translator of knowledge and skills. Different studies have developed classroom management theories, which are based on the teacher's ability to organize and plan their activity and students, using the activity and high levels of student participation in learning. Classroom management is a collection of skills and techniques that teachers use to keep students organized, systematically methodical and tidy, focused, attentive, and academically productive during class. When classroom management strategies are implemented effectively, teachers can minimize disruptive behavior that impedes learning and other activities while increasing their effectiveness. Generally speaking, effective teachers tend to show strong skills in classroom management, while the hallmark of inexperienced or less effective teachers is the chaotic classroom.

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